1. Where are you in your use of time when planning? Do you see yourself shifting, as Jen described herself doing on page 198, from a main focus on your whole-group instruction to a balance between that and time planning the independent conferences and group instruction? If so, please share strategies for the rest of us! If not, what are a couple of goals you could set now for yourself for keeping the balance and holding time aside to plan for your work with individuals and groups. What might this text suggest regarding balancing the planning time, focus, and groupings that you feel you could tackle focus on first?
My planning time will be reflective. I plan on setting setting up my Units of study by the month. That's the big picture. Then each lesson will be broken down into the strategies I want in place based on my research. My Reading Worshop will be setup to be balanced. My focus this year is to be "focused " on the architecture of the Reading Workshop. Time management is a key. But I get to include my students on this journey. Yes, the behind the scenes planning is mine. My balanced planning will not based on what I think but on what I know. Margaret Fox
I definitely see myself doing the same thing Jen was doing with planning- spending most of my time and energy on the mini-lesson plan. I can see where that is important but not to the exclusion of planning for the independent reading block. I feel that I need to spend a lot of time getting my mentor texts ready. I feel really stressed out about having books in hand all ready with sticky notes marking the teaching points. I don't feel like I have a plan in mind of what book to use when. When I start planning my mini-lesson I hope that other teachers and I can collaborate on finding books to go with specific lessons or teaching points. I also feel that conferring deserves a chunk of my planning time. I don't want to be running around flying by the seat of my pants. I want to make sure I keep to a schedule and really research my readers to make every teaching opportunity count! --Jodee Tuttle
I can see where I need to spend more time planning for the independent reading block of time. I am feeling overwhelmed with getting the important ideas for my minilessons. I am hoping I can assess to find my student's needs and build a list of strategies that I can use to guide them on their reading journey. I need to incorporate the baggie or bin idea for independent work time. I have never done this as the "two library" books seemed okay until now. I know I need to help them choose books at their level and include tools for them to use during their reading time so they can stay engaged without moving around the classroom. Whew, there is much to be done...... Ronda Chapter 8 from Bobbi Friend #1 – I do see myself as shifting from using mostly whole group teaching to doing some small group teaching through small group instruction as well as using small group conferencing and individual conferencing. I plan to use my time to develop mini-lessons that will be both useful in whole group as well as in small groups. I know that I have a great deal of work to do this year to modify my teaching to reflect all I have learned about teaching in small groups and whole groups. I plan to teach reading exclusively through reader’s workshop so I know that there is a great deal to do from here on out.
For me I still expect to spend more time front loading my planning by working more on my mini-lesson planning. Mini-lesson planning will be a simpler place for me to start once I get the Reading Workshop series to help guide my plans, teaching, and ideas. I expect those mini-lessons to be the main focus of the "Lesson Plans" I turn into my principal also. As I gain experience with matching the needs of my students to the strategies and skills I need to teach them, I would expect to level out the amount of time spent between planning whole class mini-lessons and planning small group instructions and conferring. I am curious as to how different the 5th graders will react to book bags and reading logs, and adjusting to this new way of teaching and learning reading. I feel I now have some great ideas to keep them engaged and Fig.8.2 pgs.208-210 will be part of our first lessons and conversations about what workshop time will look like. Mike
My head is swimming. I will have to take all 5 books and make my own sheet that summarizes similar idea with page number and maybe copies of charts and student work as examples. I want to be able to recite teacher friendly short summaries of each part of the reading workshop. I want to have a clear idea of how much to suggest to which teachers so there is success and next year they are willing to do more—join the training or attend the book study. It now is just taking the time with a big table to organize my thoughts. Working on the teacher survey ties into this work for me. KDN
2. “Reading workshop makes independent reading an instructional time.” (p. 200) I love that quote. The content of that sentence isn’t new to me, but the simple, strong way it is worded stood out to me and made me say, “Yes! I want to remember that quote!”
Did a quote in this last, but summative chapter stand out to you? Why do you wish to remember it?
Chapter 8 from Bobbi Friend #2 – The quote that stands out to me as being very powerful is about mini-lessons. Jen states, “The mini-lesson is often not the assignment of the day. Instead, the mini-lesson helps students to build a repertoire of different strategies they will use at an appropriate time while independently reading.” I need to remember that the mini-lesson strategies may not be applicable to that particular day of independent reading, but need to be accessible for the students when they need it. The mini-lessons are not necessarily expected to be applied immediately. By using the mini-lesson properly and being certain that we teach the steps of connection, teach, active involvement, and link, we can ensure that the students will link and connect the new material to their reading when they need to use it. I have to spend a great deal of time planning my mini-lessons for this year and being certain they can be implemented in either whole group or small groups lessons.
"Reading workshop makes independent reading an instructional time", very powerful for me when I think back to my idea that independent reading time was when I was responsible for classroom management, keeping a quiet, cooperative reading atmosphere, and juggling the AR computer lists! How much valuable time I wasted! Now that I have the structure to pull small groups to gether for instruction and conferring I realize I CAN have a larger impact on my students reading growth. I CAN stay organized and take meaning ful notes, and I CAN keep myself and my students accountable for learning. I'm excited to think about all the possibilities. The other piece that jumped out at me,"Students that receive pull-out or push-in services duringmy reading period still need time to practice reading."p.217 has a great deal of significance to me this year. I have a large number of students that will be receiving extra services this year so one of my goals is to stay is close communication with all the support teachers to plan for any missed reading time. I like the idea of a shared folder and finding not only grade level time to plan but resource and support time also. Mike
The quote that I want to remember isn't very profound, but it addresses one of my main goals this year as an interventionist. On the chart on p. 208 under "to create a productive context for learning..." it says "teach children who need extra support how to work on their individual goal(s) they are being taught in conferences. Have a place in the child's notebook or in the child's baggie where the goal is clearly stated. You may determine the goal with the support personnel." YES!!!! This is exactly what I want to achieve this year. I want to support the child with the reading goals that s/he is working on in the classroom, not create new goals just for time with me. I think working on two different goals can become confusing and counterproductive.And, like I mentioned previously, I would like to have a place to record evidence of application and share this with the teacher.
Also, I liked the idea of having the goal written down in something that can travel between the classroom and my office. I had thought of a bookmark with a target on the top and a rectangle on the bottom (like a normal bookmark). I will write their current goal on the target, and goals achieved on the bottom rectangular portion. It can travel between classrooms, and it will be in their books as a visual reminder. I especially liked how Jen suggested that the students have some accountability with remembering and practicing their goal during an intervention session. ~ Stephanie Benedict
"Reading workshop makes independent reading an instructional time." (p.200) is the exact quote I underlined to remember too! This is one of the most powerful quotes of the entire book! It seems like since the beginning of teaching...the teacher assigns some reading, demands quite, grabs her own book to "model" reading for the students and calls this reading practice time. What a waste of time during any child's school day. As teachers, we need to use every minute of the day to guide our students to becoming independent learners but this is not done by lecturing and then having them work without our expert guidance as they go. The Reader's Workshop concept puts us in perfect position to lend a guiding hand thoughtout all of their learning. Conferring regularly does not single any one out and it provides immediate intervention and feedback for young readers. This also allows teachers to be more intouch with students and what their needs are at all times and to make the most out of every moment of their reading time in a day! Carol Dawson
As educators we need to stand up and remind those who have forgotten that reading is the most important. Personal reading is what makes or breaks all of us. Even a “plumber” must be able to read, interpret and communicate from the State adopted code book without this skill one does not own their profession.
Reading and the Libraries are under attack we must remind all how critical it is for the success of all. KDN
3. “A strong start” : the last words of this book and probably a hope of all who joined together to read it. We hope for a strong start for our students and a strong year of growth. Throughout this book we were motivated by the possibilities outlined for differentiation and targeted instruction within a reading workshop. In this last chapter we were either further motivated to put all the pieces together, or possibly a bit overwhelmed by the number of pieces that are included! If the latter is true, know this; you will have collegial support. Whether via this blog, through the conversations in your school, through the re-reading of this and similar resources, and/or through ongoing professional opportunities with the MAISD, know that collegial support is available. And look at the results possible for our students when we take a step toward this thoughtful, rigorous, and rewarding approach to reading instruction. The benefits to our students are numerous, and as colleagues across Muskegon County involved in this work already will say, priceless.
So what are your largest take-aways from this chapter or this book as a whole? What is standing out in your mind as either most important, or most desiring of your attention first and foremost? What are your specific next steps in the implementation of some of the ideas offered through this text?
I'm walking away with a structured plan. I have the tools, I can now put them to use. Yes, since I started this journey my mind has been in full throttle. Day one is an instruction day. I can't waste a moment. Our day will be one of touring our literate community. We will have a converstation about books. My sneaky way of researching my charges. I won't be perfect at first but together this will end in a celebration. Margaret Fox
One of my largest "take aways" was the structure Jen uses for her lessons. The format is simple and perfect! Connect and Compliment, Teach, Engage and Link...this really made me stop and think about all of the time teachers can waste by making lesson too complicated or how they sometimes have a great lesson but students haven't connected with why it would be important to them and then they do not engage. I remember someone telling me once to follow the KISS line of thought...Keep It Simple Stupid...how many times have I completely confused my students because my teaching was either not organized well enough or it was just too complicated. Jen's model was a call to reality for me in that...less is more and keeping things simple can reap some fantastic benefits. Carol Dawson
I thought the last chapter pulled everything together for me. I like to wrap my brain around a system, the schedule and all of the management pieces first and then the other pieces seem to fall into place easier. I wish I would have read this chapter first--I think I would have enjoyed the book more if I had. The sentence that hit me the most was "Making the most of tour instructional time during reading workshop requires a bit of choreography and forethought." So true. What we do has to be a perfect performance--it's live no retakes! I think planning and being prepared are the key and I feel that good teaching encompasses that. So much of what I read in this book and the other book study reading is just what good teaching looks like. I have much more to learn and many areas in which I hope to grow as a teacher Jen surely gave me more tools to put into practice! --Jodee Tuttle
I thought the biggest take away from this chapter is how it broke things down and tried to bring it all together at the end. I know I need to make more time for independent reading work. I know I have to model and teach the expecations as well as plan and get books for them at their levels. The independent work time is alot different that the independent reading I have had them do in the past. I think I am going to start here and make sure they get the time they need to practice their strategies for becoming a more fluent reader. Ronda
I agree with Carol that the structure of the lessons was critical learning for me. I plan on using the structure of connect and compliment, teach, engage, and link in my individual sessions and small groups. I probably learned the most from the language Jen used in her examples. She always seemed to use the most concise language to keep simplify the learning target. I'd like to create a lesson template (if one isn't already on the TCRWP website) so that I can stay focused and "lean" when I teach. I was also inspired to really dig in to the skills readers need at different levels. I'd like to create the charts that have the skills, teaching points, and some language prompts to help me. This book will change my teaching, and hopefully have a significant impact on student learning! ~Stephanie Benedict
We each need to decide what we are “on about” next and lay out a plan for each goal we set. As Jen wrote regarding instructional choices on page 217,
“I find it most helpful to focus and simplify.”
Let’s follow that advice first in order to best follow all of the other brilliant advice in this resource.
Best wishes on the exciting journey!
"Focus and simplify!" Small steps. Start with what you do best, adapt what works and make it your own. The last chapter for me gives me encouragement that I can tackle this and be successful. The explicit examples and charts at the end was agreat way to end. Mike
In addition to the questions and thoughts above, here is a place to post other ideas and burning questions from chapter eight, if any...
1. Where are you in your use of time when planning? Do you see yourself shifting, as Jen described herself doing on page 198, from a main focus on your whole-group instruction to a balance between that and time planning the independent conferences and group instruction? If so, please share strategies for the rest of us! If not, what are a couple of goals you could set now for yourself for keeping the balance and holding time aside to plan for your work with individuals and groups. What might this text suggest regarding balancing the planning time, focus, and groupings that you feel you could tackle focus on first?
My planning time will be reflective. I plan on setting setting up my Units of study by the month. That's the big picture. Then each lesson will be broken down into the strategies I want in place based on my research. My Reading Worshop will be setup to be balanced. My focus this year is to be "focused " on the architecture of the Reading Workshop. Time management is a key. But I get to include my students on this journey. Yes, the behind the scenes planning is mine. My balanced planning will not based on what I think but on what I know.Margaret Fox
I definitely see myself doing the same thing Jen was doing with planning- spending most of my time and energy on the mini-lesson plan. I can see where that is important but not to the exclusion of planning for the independent reading block. I feel that I need to spend a lot of time getting my mentor texts ready. I feel really stressed out about having books in hand all ready with sticky notes marking the teaching points. I don't feel like I have a plan in mind of what book to use when. When I start planning my mini-lesson I hope that other teachers and I can collaborate on finding books to go with specific lessons or teaching points. I also feel that conferring deserves a chunk of my planning time. I don't want to be running around flying by the seat of my pants. I want to make sure I keep to a schedule and really research my readers to make every teaching opportunity count! --Jodee Tuttle
I can see where I need to spend more time planning for the independent reading block of time. I am feeling overwhelmed with getting the important ideas for my minilessons. I am hoping I can assess to find my student's needs and build a list of strategies that I can use to guide them on their reading journey. I need to incorporate the baggie or bin idea for independent work time. I have never done this as the "two library" books seemed okay until now. I know I need to help them choose books at their level and include tools for them to use during their reading time so they can stay engaged without moving around the classroom. Whew, there is much to be done...... Ronda
Chapter 8 from Bobbi Friend #1 – I do see myself as shifting from using mostly whole group teaching to doing some small group teaching through small group instruction as well as using small group conferencing and individual conferencing. I plan to use my time to develop mini-lessons that will be both useful in whole group as well as in small groups. I know that I have a great deal of work to do this year to modify my teaching to reflect all I have learned about teaching in small groups and whole groups. I plan to teach reading exclusively through reader’s workshop so I know that there is a great deal to do from here on out.
For me I still expect to spend more time front loading my planning by working more on my mini-lesson planning. Mini-lesson planning will be a simpler place for me to start once I get the Reading Workshop series to help guide my plans, teaching, and ideas. I expect those mini-lessons to be the main focus of the "Lesson Plans" I turn into my principal also. As I gain experience with matching the needs of my students to the strategies and skills I need to teach them, I would expect to level out the amount of time spent between planning whole class mini-lessons and planning small group instructions and conferring. I am curious as to how different the 5th graders will react to book bags and reading logs, and adjusting to this new way of teaching and learning reading. I feel I now have some great ideas to keep them engaged and Fig.8.2 pgs.208-210 will be part of our first lessons and conversations about what workshop time will look like.
Mike
My head is swimming. I will have to take all 5 books and make my own sheet that summarizes similar idea with page number and maybe copies of charts and student work as examples. I want to be able to recite teacher friendly short summaries of each part of the reading workshop. I want to have a clear idea of how much to suggest to which teachers so there is success and next year they are willing to do more—join the training or attend the book study. It now is just taking the time with a big table to organize my thoughts. Working on the teacher survey ties into this work for me. KDN
2. “Reading workshop makes independent reading an instructional time.” (p. 200) I love that quote. The content of that sentence isn’t new to me, but the simple, strong way it is worded stood out to me and made me say, “Yes! I want to remember that quote!”
Did a quote in this last, but summative chapter stand out to you? Why do you wish to remember it?
Chapter 8 from Bobbi Friend #2 – The quote that stands out to me as being very powerful is about mini-lessons. Jen states, “The mini-lesson is often not the assignment of the day. Instead, the mini-lesson helps students to build a repertoire of different strategies they will use at an appropriate time while independently reading.” I need to remember that the mini-lesson strategies may not be applicable to that particular day of independent reading, but need to be accessible for the students when they need it. The mini-lessons are not necessarily expected to be applied immediately. By using the mini-lesson properly and being certain that we teach the steps of connection, teach, active involvement, and link, we can ensure that the students will link and connect the new material to their reading when they need to use it. I have to spend a great deal of time planning my mini-lessons for this year and being certain they can be implemented in either whole group or small groups lessons."Reading workshop makes independent reading an instructional time", very powerful for me when I think back to my idea that independent reading time was when I was responsible for classroom management, keeping a quiet, cooperative reading atmosphere, and juggling the AR computer lists! How much valuable time I wasted! Now that I have the structure to pull small groups to gether for instruction and conferring I realize I CAN have a larger impact on my students reading growth. I CAN stay organized and take meaning ful notes, and I CAN keep myself and my students accountable for learning. I'm excited to think about all the possibilities. The other piece that jumped out at me,"Students that receive pull-out or push-in services during my reading period still need time to practice reading."p.217 has a great deal of significance to me this year. I have a large number of students that will be receiving extra services this year so one of my goals is to stay is close communication with all the support teachers to plan for any missed reading time. I like the idea of a shared folder and finding not only grade level time to plan but resource and support time also.
Mike
The quote that I want to remember isn't very profound, but it addresses one of my main goals this year as an interventionist. On the chart on p. 208 under "to create a productive context for learning..." it says "teach children who need extra support how to work on their individual goal(s) they are being taught in conferences. Have a place in the child's notebook or in the child's baggie where the goal is clearly stated. You may determine the goal with the support personnel." YES!!!! This is exactly what I want to achieve this year. I want to support the child with the reading goals that s/he is working on in the classroom, not create new goals just for time with me. I think working on two different goals can become confusing and counterproductive.And, like I mentioned previously, I would like to have a place to record evidence of application and share this with the teacher.
Also, I liked the idea of having the goal written down in something that can travel between the classroom and my office. I had thought of a bookmark with a target on the top and a rectangle on the bottom (like a normal bookmark). I will write their current goal on the target, and goals achieved on the bottom rectangular portion. It can travel between classrooms, and it will be in their books as a visual reminder. I especially liked how Jen suggested that the students have some accountability with remembering and practicing their goal during an intervention session. ~ Stephanie Benedict
"Reading workshop makes independent reading an instructional time." (p.200) is the exact quote I underlined to remember too! This is one of the most powerful quotes of the entire book! It seems like since the beginning of teaching...the teacher assigns some reading, demands quite, grabs her own book to "model" reading for the students and calls this reading practice time. What a waste of time during any child's school day. As teachers, we need to use every minute of the day to guide our students to becoming independent learners but this is not done by lecturing and then having them work without our expert guidance as they go. The Reader's Workshop concept puts us in perfect position to lend a guiding hand thoughtout all of their learning. Conferring regularly does not single any one out and it provides immediate intervention and feedback for young readers. This also allows teachers to be more intouch with students and what their needs are at all times and to make the most out of every moment of their reading time in a day! Carol Dawson
As educators we need to stand up and remind those who have forgotten that reading is the most important. Personal reading is what makes or breaks all of us. Even a “plumber” must be able to read, interpret and communicate from the State adopted code book without this skill one does not own their profession.
Reading and the Libraries are under attack we must remind all how critical it is for the success of all. KDN
3. “A strong start” : the last words of this book and probably a hope of all who joined together to read it. We hope for a strong start for our students and a strong year of growth. Throughout this book we were motivated by the possibilities outlined for differentiation and targeted instruction within a reading workshop. In this last chapter we were either further motivated to put all the pieces together, or possibly a bit overwhelmed by the number of pieces that are included! If the latter is true, know this; you will have collegial support. Whether via this blog, through the conversations in your school, through the re-reading of this and similar resources, and/or through ongoing professional opportunities with the MAISD, know that collegial support is available. And look at the results possible for our students when we take a step toward this thoughtful, rigorous, and rewarding approach to reading instruction. The benefits to our students are numerous, and as colleagues across Muskegon County involved in this work already will say, priceless.
So what are your largest take-aways from this chapter or this book as a whole? What is standing out in your mind as either most important, or most desiring of your attention first and foremost? What are your specific next steps in the implementation of some of the ideas offered through this text?
I'm walking away with a structured plan. I have the tools, I can now put them to use. Yes, since I started this journey my mind has been in full throttle. Day one is an instruction day. I can't waste a moment. Our day will be one of touring our literate community. We will have a converstation about books. My sneaky way of researching my charges. I won't be perfect at first but together this will end in a celebration.Margaret Fox
One of my largest "take aways" was the structure Jen uses for her lessons. The format is simple and perfect! Connect and Compliment, Teach, Engage and Link...this really made me stop and think about all of the time teachers can waste by making lesson too complicated or how they sometimes have a great lesson but students haven't connected with why it would be important to them and then they do not engage. I remember someone telling me once to follow the KISS line of thought...Keep It Simple Stupid...how many times have I completely confused my students because my teaching was either not organized well enough or it was just too complicated. Jen's model was a call to reality for me in that...less is more and keeping things simple can reap some fantastic benefits. Carol Dawson
I thought the last chapter pulled everything together for me. I like to wrap my brain around a system, the schedule and all of the management pieces first and then the other pieces seem to fall into place easier. I wish I would have read this chapter first--I think I would have enjoyed the book more if I had. The sentence that hit me the most was "Making the most of tour instructional time during reading workshop requires a bit of choreography and forethought." So true. What we do has to be a perfect performance--it's live no retakes! I think planning and being prepared are the key and I feel that good teaching encompasses that. So much of what I read in this book and the other book study reading is just what good teaching looks like. I have much more to learn and many areas in which I hope to grow as a teacher Jen surely gave me more tools to put into practice! --Jodee Tuttle
I thought the biggest take away from this chapter is how it broke things down and tried to bring it all together at the end. I know I need to make more time for independent reading work. I know I have to model and teach the expecations as well as plan and get books for them at their levels. The independent work time is alot different that the independent reading I have had them do in the past. I think I am going to start here and make sure they get the time they need to practice their strategies for becoming a more fluent reader. Ronda
I agree with Carol that the structure of the lessons was critical learning for me. I plan on using the structure of connect and compliment, teach, engage, and link in my individual sessions and small groups. I probably learned the most from the language Jen used in her examples. She always seemed to use the most concise language to keep simplify the learning target. I'd like to create a lesson template (if one isn't already on the TCRWP website) so that I can stay focused and "lean" when I teach. I was also inspired to really dig in to the skills readers need at different levels. I'd like to create the charts that have the skills, teaching points, and some language prompts to help me. This book will change my teaching, and hopefully have a significant impact on student learning! ~Stephanie BenedictWe each need to decide what we are “on about” next and lay out a plan for each goal we set. As Jen wrote regarding instructional choices on page 217,
“I find it most helpful to focus and simplify.”
Let’s follow that advice first in order to best follow all of the other brilliant advice in this resource.
Best wishes on the exciting journey!
"Focus and simplify!" Small steps. Start with what you do best, adapt what works and make it your own. The last chapter for me gives me encouragement that I can tackle this and be successful. The explicit examples and charts at the end was agreat way to end.Mike
In addition to the questions and thoughts above, here is a place to post other ideas and burning questions from chapter eight, if any...